Opetussuunnitelma
2015
Laurean yhteiset opinnot
Laurea Tikkurila
Täydentävä osaaminen ja yhteiset opinnot
Curriculum
2015
Laurea common studies
Laurea Tikkurila
Complementary competence and common studies
Opetussuunnitelma · Complementary competence (bachelor's studies) (CCV), Laurea Tikkurila · Ryhmä CCV15SY
Opetussuunnitelma 2015 – CCV15SY (englanniksi)
Curriculum · Complementary competence (bachelor's studies) (CCV), Laurea Tikkurila · Group CCV15SY
Curriculum 2015 – CCV15SY (in English)
Curriculum 2015 – CCV15SY (in English)
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LAUREA UNIVERSITY OF APPLIED SCIENCES
Complementary competence (bachelor's studies), Laurea Tikkurila, CCV15SY
INTRODUCTION TO LAUREA
Laurea's Mission
The strategic intent of Laurea University of Applied Sciences is to be ”an international developer of well-being and
competitiveness of the Helsinki Metropolitan area in 2020".
Laurea is a student-centred, international, inspiring and innovative university of applied sciences whose mission is to
conduct education, research, development and innovation activities in international value networks following the
action model of Learning by Developing (LbD).
The students will encounter authentic workplace actors and their competence will be challenged during their studies.
A student graduating from Laurea will be able to act in new situations, anticipate future trends, develop new
operating models and examine the world with open eyes. Laurea's mission is to be an internationally networked
university of applied sciences with an operating method that creates links between learning and the working life.
This way, new competence will be produced and service innovations generated.
Competence Development
At Laurea our focus is on the student, emphasising the student's freedom and responsibility. The students are
offered an opportunity to develop their competence as required by their professional goals. Freedom means that the
learning outcomes may be achieved through different modes of studying. Responsibility means an active approach
to studying, responsibility for your own choices and a constructive and motivated attitude towards doing things
together. Laurea's staff is responsible for supporting and guiding the student's professional growth.
Internationality at Laurea means numerous opportunities for being active in various multicultural settings, developing
your language skills, going on student exchanges and taking part in international research and development (R&D)
projects.
Laurea’s strategic research areas are based on strong expertise on which the education offered by Laurea is based.
Strategic research areas are health and societal integrity, comprehensive security and service business. Student
entrepreneurship is supported and entrepreneurship is visible in Laurea's activities not only as an entrepreneurial
attitude and cooperation with companies but also as concrete new businesses that the students may set up even
before completing their studies.
Laurea produces experts for the future who can develop their own work, are professionally committed and have
capabilities for serving in expert tasks in their own fields.
The education aims for an extensive and strong professional competence. Workplace driven projects also develop
management competence, communication skills, creativity and ethical competence. The graduates will have
capabilities for following and promoting the development of their professional fields and for continuous improvement
of their personal professional competence. The education imparts the students adequate communication and
linguistic skills for tasks in their fields as well as for international activities and cooperation.
LEARNING BY DEVELOPING (LbD)
Laurea's inspiring and innovative learning environments are based on the model of Learning by Developing. The
idea of Learning by Developing is built around authentic encounters with the working life. The ensuing cooperation is
based on trust and creativity.
The students learn to identify targets for workplace and competence development, to create new solutions, products
and operating models and to develop their own action in observance of changing workplace requirements. The
typical characteristics of LbD include authenticity, partnership, experiential nature, creativity and a research-oriented
approach.
Learning by Developing combines learning that produces competence with creativity through various research and
development projects. Learning builds on new opportunities that open up as the project progresses. The required
competence is accumulated through practical activities in various workshops and labs.
DEGREE STRUCTURE IN EDUCATION LEADING TO A UNIVERSITY OF APPLIED SCIENCES DEGREE
Scope and Extent of the Degree
The scope of a Bachelor's degree in Business Administration, Hospitality Management, Beauty Care, and Health
Care (physiotherapist, nurse) is 210 credits, and it takes on average 3.5 years to complete. The scope of a
Bachelor's degree programme in Health Care (public health nurse) is 240 credits, and it takes on average 4 years to
complete.
In line with the international ECTS standard, one credit corresponds with 26.7 hours of work for an average student.
Degree Structure
The degree studies at Laurea consists of core competence and complementary competence modules. The modules
comprise competence areas that are part of the degree. Core competence modules impart competence that is part
of the degree's compulsory requirements. Complementary modules make it possible to deepen or extend your
knowledge.
Learning is made relevant to workplace development and the student's personal goals. The learning outcomes
specified for the modules build on future workplace needs and Laurea's focus areas.
In practice, credits are attained when the student complete study units that are part of the module or engage in
projects in which the corresponding competence area is develop (see picture 1). Credits can also be gained through
recognition of prior learning or demonstrations.
The modules have been designed so that they can mainly be completed in the course of one or two semesters.
Studies can be implemented either in Finnish or in English. The language of the implementation is decided for each
semester and is visible in the study offering.
Picture 1. Structure of the studies.
Core Competence and Complementary Competence Modules
Core competence modules lay the foundation for the competence required for a degree and are compulsory. The
scope of the core competence varies depending on the degree:
• 150 credits for a Bachelor of Business Administration, a Bachelor of Hospitality Management, a Bachelor of
Social Services, a Bachelor of Health Care (physiotherapist) and a Bachelor of Beauty Care degree
• 180 credits for a Bachelor of Health Care degree (nurse)
• 210 credits for a Bachelor of Health Care degree (public health nurse)
The scope of core competence modules is 30 credits. The modules contain the following types of studies: basic
studies, professional studies, practical studies and a Bachelor's thesis.
The remaining part of the degree consists of complementary competence modules. Depending on the degree,
the scope of the complementary competence thus is 30 or 60 credits. The scope of a module is either 15 or 30
credits. The modules can be freely selected. Complementary competence modules support individual study paths
and competence. You can include in your degree complementary competence modules that are compatible with
your professional goals. The compatibility of the elective studies with your degree will be subject to prior agreement
with your teacher tutor.
Complementary modules include the following types of studies: professional studies, practical studies and elective
studies.
Flexible Possibilities for Completing Attainments and Specialising
At Laurea, there are flexible possibilities of building up the competence specified in the modules' learning outcomes.
For example, the student can
• select core competence studies offered on Laurea's different campuses
• select complementary competence modules that support your professional goals in Laurea's various campuses
• select Englishstudies from Laurea's offer of English education, even if you are studying in Finnish education,
• select Finnishstudies from Laurea's offer of Finnish education, even if you are studying in an English education.
• selectstudies taught in Finnish from Laurea's offer of Finnish education
• include in your degree studiesoffered by the offer of the FUAS Federation that is from HAMK University of
Applied Sciences and Lahti university of Applied Sciences, without paying fees
• select online studies that give you more flexibility in your study schedules, and
• develop your competence by taking part in projects and
• utilize work-based learning.
The study unit implementation plans specify the objectives, content and implementation form of the studies.
The development of a student's individual competence is also supported by campus modules, the contents of which
emphasise the special competence areas of the campuses. In addition, you can deepen or extend your competence
by your selections of complementary competence modules, placements and the theme of your thesis, and by
participating in various projects. Career guidance will be provided to support a student on his or her study path.
ASSESSMENT OF LEARNING AND COMPETENCE
In the curriculum, the learning outcomes are described as the learner's actions, so that the development of
competence can be assessed with reference to the set goals. Competence is identified as knowledge, skills and
values related competence as well as experiential competence that includes the competence of an individual and a
community. The competence descriptions in the curriculum draw on Bloom's taxonomy, where the development of
competence is described at six different levels: knowledge, comprehension, application, analysis, synthesis and
evaluation/creativity.
Following Laurea's LbD model, it is expected that the learner's competence will develop from the level of application
to the level of creativity in the course of the education. Laurea's description of shared general criteria for workplace
competence is based on the National Quality Framework. General workplace competence develops as the students
complete modules and study units and participate in projects.
Table 1. Shared criteria for generic working life competence at Laurea
Description of competence Learning outcome Examples
• is able to solve problems • changes his/her operating
associated with his/her role, methods and role, and develops
REFLECTION COMPETENCE operating methods and his/her competence as the
competence in a goal-oriented development process progresses
learning skills (EQF) manner to reach a target in order to reach the objectives
and the goal set for the project.
Assessment and development of the • brings up the views put forward
learner's personal competence and by experts that he/she
that of others in order to achieve the appreciates as the project
learning outcomes progresses
• is able to analyse the • in a goal-oriented manner,
implemented operating methods compares different perspectives
and the actors' competence and, together with other project actors
based on this analysis, is able to
draw conclusions together with
other actors in order to achieve a
shared goal
• models a development project as
a whole from the perspective of
impact
• is able to compare and develop
the operating methods of various
actors, the set objectives and
goal and the entire process, and
to create a new operating model
• is able to follow the principles of • follows the agreed operating
equality and fairness methods
ETHICAL COMPETENCE • is able to apply the underpinning • is considerate to others, gives
values and principles of space to other people's ideas
vocational ethics typical of his/ and listens
her field to his/her actions • complies with the rules (including
• is able to apply the principles of schedules), is committed to work,
sustainable development is careful, reliable and fair,
(environmental, social and respects the work of others,
financial responsibility) shows discretion and behaves
• acts as a responsible global appropriately in each situation
citizen • understands that local actions
may also have international
impacts and vice versa
• accepts responsibility for his/her • recognizes conflicts associated
own actions with choices
• accepts responsibility for the • compares and takes into
actions of the group consideration different
viewpoints, is able to let go of
selfish needs in order to achieve
a common good
• shows appreciation for the work
and outputs of others, for
example by citing the original
sources
• draws on his/her competence to • designs/develops customer/client
have an impact in society (LbD -oriented and sustainable
regional development) solutions including a financial,
social and environmental aspect
• is able to communicate • observes the communication
appropriately in interactive requirements and capacities of
COMMUNICATION COMPETENCE situations of the work community the project
(IN WORK COMMUNITY) and communicate in inter-cultural • by his/her personal action,
situations promotes a constructive
The student is able to act atmosphere (appropriate,
appropriately in various work-related constructive criticism)
communication and interactive • values, listens to and respects
situations: the student uses diverse different communicators and
communication channels in various cultures and linguistic diversity
situations, exchanges messages and • applies his/her communication
maintains interaction with others. competence to different people
• communicates in a foreign
language
• uses ICT in his/her tasks
• is able to communicate • communicates to promote well-
responsibly as part of a multi- being in the community
disciplinary work community / • acts as an active and goal-
network oriented partner in cooperation
and networks globally
• is able to organise • shares information and takes
communications in a work initiative in disseminating
community information on the project's
• is able to evaluate progress using various
communication competence communication channels
needed in multicultural • finds solutions to communication
cooperation challenges
• is able to evaluate the impacts • constructs and organises
and possibilities of network partnerships in
internationalisation development cooperation with project actors
• is able to renew communication • has the courage to challenge him/
modes herself and others to act
• is able to direct communications • tolerates uncertainty,
• is able to develop working life incompleteness and the
connections and networks possibility of failing in
• is able to have an impact in communication situations
society by communicating about • acts professionally, interprets
project outcomes and controls emotions in critical
interactive situations
• builds and develops online
partnerships independently
• uses renewing modes of
communication
• is able to identify elements • obtains and processes
needing change in working life / a knowledge in his/her field in
INNOVATION COMPETENCE project relation to the RDI project
• is able to use appropriate project • brings up practicable
and R&D methods development ideas emerging
• is able to apply a development- from the project
oriented work approach in an
RDI project
• is able to organise an RDI project • documents and reports:
• is able to analyse and interpret describes knowledge or
an innovation process applying operating methods that renew
existing international knowledge working life in line with the
project targets
• brings up international standards
and practices relevant to the field
and follows them
• has the courage for constructive
questioning
• is able to create new working • suggests and implements
methods by using creative solutions bravely and creatively,
problem-solving and finds justifies his/her point of view
customer/client -oriented, • has visions of future (foresight,
sustainable and cost-effective ability to also see the past)
solutions • is creative
• is able to draw on the • recognizes his/her role in order to manage his/her
basics of management own actions in the project
MANAGEMENT and entrepreneurial • identifies the goals of the project and sets goals for
COMPETENCE operation as part of him/herself
project work
Management • is able to lead a development project as a Project
Manager
comprises goal-oriented,
interactive social activity.
Management guides the
way people act. The aim of
management is that a group
of people will work better
and more efficiently than
without management
• is able to promote a communal spirit among those • draws up a project plan
participating in a development project by personal (legal and financial
example aspects)
• communicates about
decisions and project
changes, solves
communication and
interaction problems
• plans and implements
a budget
• organises project
activities and allocates
responsibilities and
tasks to actors
• supports the actors'
development as Project
Manager
• makes decisions in
unexpected situations
• identifies risks and
takes steps to find a
solution
• monitors and evaluates
the project in
comparison to the plan
• is capable of proactive management • has visions of future
• is able to generalise management competence • renews management
produced in a development project in working life culture
development
Study units are graded on a scale of 0 to 5, as follows:
5 (Excellent),
4 (Good),
3 (Good),
2 (Satisfactory),
1 (Satisfactory) and
0 (Fail).
Some study units or parts can also be graded simply as Pass/Fail (H/0).
The students will be informed of the criteria for assessing competence at the beginning of each study unit/project. In
the planning of the assessment, shared assessment criteria applicable to initial stage and graduation stage students
are utilised, with shared descriptions for levels 1, 3 and 5.
Table 2. Shared assessment criteria for initial stage and graduation stage students
BACHELOR'S DEGREE INITIAL STAGE STUDENTS GRADUATION STAGE STUDENTS
• Apply professional concepts • Apply professional concepts
expertly. expertly and extensively, and
EXCELLENT • Comply with occupational safety manage the big picture.
instructions responsibly and • Develop occupational safety of
grade 5 independently. their operating environment.
• Justify activities using research • Develop operating methods by
Students are able to: knowledge. comparing, combining and
selecting research knowledge.
• Work independently and take • Work independently and
initiatives in line with objectives. innovatively in line with
Operations are often flexible, objectives. Activities are mostly
systematic, development- creative, focused on developing
oriented, creative and active. the workplace and distinctly
• Select the appropriate professional.
techniques and models for • Select, combine and develop
activities, and justify the choices. appropriate techniques and
• Act in customer/client-oriented models for activities.
ways and according to the • Take initiatives and act
situation. responsibly in customer/client
• Promote group activities. relations, and understand the
• Able to critically apply ethical meaning of customer/client
principles in the subject field in relationships for the big picture.
one's conduct and tasks. • Develop and renew activities of
multidisciplinary teams.
• Critically apply ethical principles
in the subject field in complex
and unanticipated situations.
• Apply professional concepts • Apply professional concepts
systematically. expertly.
GOOD • Apply occupational safety • Take care of occupational safety
instructions in their activities. for themselves and the work
grade 3 • Justify, compare and analyse community, and perceive
their activities using general development objects.
Students are able to: guidelines. • Select methods of operation in
• Able to cope independently in accordance with research
different tasks in each operating knowledge and guidelines.
environment. • Work systematically and critically
• Apply acquired techniques and in line with objectives in complex
models diversely. situations. Operations are often
• Act professionally in customer/ flexible, systematic, creative and
client situations. active.
• Work in a group in line with • Select the appropriate
objectives. techniques and models for
• Justify their activities in activities, and justify the choices.
accordance with ethical • Prioritise and maintain customer/
principles.. client relationships.
• Promote group activities.
• Critically apply ethical principles
in the subject field in one's
conduct and tasks.
• Apply most important/individual • Apply professional concepts
and appropriate professional systematically.
SATISFACTORY, concepts, and indicate their • Comply with occupational safety
familiarity with the knowledge instructions responsibly and
grade 1 base. independently.
• Act safely, although activities are • Justify and analyse their
Students are able to: often schematic/ experimental/ activities using general
fumbling/ self-involved. guidelines and in accordance
• Comply with rules and with evidence-based information.
instructions, and justify their • Act professionally and
activities using provided responsibly in unanticipated
instructions. customer/client and problem
• Act appropriately under guidance. situations.
• Use acquired techniques and
models.
• Take customers/clients into • Work independently in different
account in their actions. tasks in each operating
• Act as group members. environment.
• Act in accordance with ethical • Apply acquired techniques and
principles. models diversely.
• Act in customer/client-oriented
ways and according to the
situation, and understand
customer/client needs.
• Work in a group in line with
objectives.
• Act and justify their activities in
accordance with ethical
principles.
The assessments draw on the students' self and peer assessments and the assessments of employer
representatives. The students can also avail themselves of recognition of prior learning (RPL). Assessment helps
the students to monitor the development of their competence and the achievement of their personal goals in relation
to the competence requirements set for the degree.
INTERNATIONAL COMPARABILITY OF THE DEGREE
Competence is at the centre of all activities at Laurea, and we recognize competence in a comprehensive sense.
General working life capabilities specified at the national level and defined in greater detail at Laurea have been
taken into account in the degree contents.
The level of the degree corresponds with level 6 of the National Qualifications Framework (NQF) and level 6 of the
European Qualifications Framework (EQF).
In the curriculum, the learning outcomes of a study unit are described for level 3, good skills, on the assessment
scale (1-5).
CURRICULUM DEVELOPMENT
The curriculum is developed by using evaluation, monitoring and feedback data. Changes may occur in the study
units and implementation modes of the modules. The offering of the complementary modules is constantly under
development to match the requirements of the working life and thus the offering may change during the studies.
1. year
Y CORE COMPETENCE
T COMPLEMENTARY COMPETENCE 101
R027 GUIDANCE AND EXPERTISE TRAINING
R0155 International Activities
R0156 Callidus Tutoring
01469 Student Tutor Activities 5
V082 HEALTH AND WELLBEING FROM GLOBAL PERSPECTIVE
00305 Basic Finnish 5
00843 Health-Promoting Environment 6
V1314 Encounter art and music promoting wellbeing 5
01465 New Technological Solutions and Innovations for Social and 5
Health Care
01464 Global Health 5
V1362 Wellness at Work 5
01439 Current Developments and Innovations in Social and Health 5
Care in Finland
01440 Multicultural and Multidisciplinary Professional Competences 5
V081 CLINICAL NURSING
V0106 Perioperative and Intensive Care Nursing 5
01096 Health Assessment 5
V0157 Intensive Care Nursing 5
G104 ENTREPRENEURIAL ACTIONS AND E-SERVICES
V1561 Innovation - from Idea Creation to Market, People and 5
Structures
E9937 The Internet Economy, Business Models and Strategies 5
R015 LANGUAGE SKILLS AND INTERNATIONAL COMPETENCE
V1469 Introduction to Social and Health care Finnish 5
V1468 Intermediate Finnish 5
V1470 Nursing documentation 5
R020 OTHER COMPLEMENTARY COMPETENCES
01485 Basic Studies in Mathematics 5
R0075 Basic Studies in Chemistry 5
01097 International Orientation for Exchange Students 5
101
R027 GUIDANCE AND EXPERTISE TRAINING, 15 cr
Description:
Expertise is born via guidance activities in the Guidance and expertise module.
Completing this module provides the student with varied expertise in guiding different people in different situations.
The student will know how to support the development of both competence and identity, and to advise on the use of
different tools. They know which actions promote a sense of community.
Learning process:
Competence as defined in this module can be developed by, for example, taking part in student union activities
during study units. The working language can be either Finnish or English.
Responsible persons:
Teija Laamanen
R0155 International Activities, 5 cr
The student is able to:
The student is able to
• take into account the special characteristics of international activities
• form international networks
• act in an international environment with people from different cultures
R0156 Callidus Tutoring, 5 cr
The student is able to:
The student is able to
• provide guidance to other students in their areas of strength
• encourage and motivate the students they provide guidance to
• develop their own interaction skills
01469 Student Tutor Activities, 5 cr
The student is able to:
Student is able to
• understand the objectives and operating methods of Laurea and his or her own degree programme
• plan new operating methods to enhance the commitment of new students
• perceive the content of his or her own culture
• provide new students from different cultures with information on the learning environment and culture of the
Laurea community
• market Laurea University of Applied Sciences and the opportunities for study offered by Laurea
• apply communication and marketing skills required in the marketing of Laurea
• act as a mentor for students in need of support
• understand the significance of effective tutoring activities for the promotion of well-being in the community
Contents of the study unit:
• Campus-specific meetings according to an agreed-upon schedule and the planning of tutoring
• Training events for tutors organised by Laurea
• Creating their own competence profile in the Kyvyt.fi service and acting as a 'reflection tutor' in the context of
the online service
• Tutoring activities related to entrance examinations in the spring and in the autumn
• Providing new students with an introduction to Laurea at the start of each term in September and January
• Providing guidance to international and exchange students throughout the term
• The planning of the Freshers' Event and the Pre-Freshers' Event Party
• Support measures for new students related to themes addressed in the study unit on career planning in
accordance with the agreed upon division of labour
• Participation in campus events at the student's own campus
Study unit description:
• The students learn how to evaluate tutoring from the viewpoint of their own campus and the educational
responsibilities that exist in that campus
• They know how to instruct new students in the Laurea operating culture
• The students are familiar with the systems currently in use
• They know how to create a competence portfolio for themselves and are able to support new students in the
creation of a competence portfolio at the kyvyt.fi service.
• They are familiar with the learning environments of their campus and have the capacity to represent the
campus in different events where necessary
• The students are familiar with working methods in the area of career planning and, in cooperation with a
teacher tutor, are able to support new students in matters related to career planning
• They have the capacity to act as an active promoter of the work community and student well-being
Previous studies:
A student acting as a student tutor must be a member of the student union of Laurea University of Applied Sciences.
V082 HEALTH AND WELLBEING FROM GLOBAL PERSPECTIVE, 30 cr
Description:
In this study module students will be able to gain expertise on different innovative solutions and best practices
aimed to promote health and wellbeing globally, on individual, community and society level.
Students will be able torecognize the impact of globalization on health and wellbeing and to increase their
awareness of ethical knowledge, values, principles, legislation and recommendations in global health and wellbeing
policies. Students will be able to analyze effective innovative and technological models and projects in health and
wellness promotion worldwide. Students are also able to recognize and practice different multidisciplinary ways and
methods of wellness promotion in different contexts within social and health care.
Learning process:
The competences described in the module can be developed either by participating in study units or working in
projects. Please note that in some education forms projects are the primary way of gathering credits.
In the projects you participate in the development work of domestic or international businesses and communities
and in project work. The language used in the project can be either Finnish or English. Projects can also focus on
developing the student’s own business. The topic of the project and the competences developed by participating in it
will be clarified when the project is added to the study offer. The scope of the project will be agreed on in each case.
The competences generated in the projects can partly be included in the learning outcomes of some other
module(s) and thus the credits can be divided between several modules.
Responsible persons:
Tikkurila: Tuula Ikonen
00305 Basic Finnish, 5 cr
The student is able to:
• learn the main principles of the Finnish language
• understand and use the most common expressions in Finnish in everyday situations
Contents of the study unit:
• everyday situations (e.g. requesting and giving information, travelling by public transport, using a post office)
• discussions about everyday subjects (oneself, family, living conditions, etc.)
• basic grammar, vocabulary and pronunciation
Study unit description:
The course provides an introduction to the Finnish language. Students will reach level A1 in accordance with the
Common European Framework.
00843 Health-Promoting Environment, 6 cr
The student is able to:
- understand and identify factors affecting health and the environment
- assume responsibility for developing the health and safety of the environment
- to support the health of an individual, family and community
Contents of the study unit:
Maternity care/ Reproductive health 3 cr ECTS
- global challenges to reproductive health
- family nursing / parenthood
- promoting the health of the woman and her family during the pregnancy and postpartum
Community nursing 3 cr ECTS
- environment and community as a concept
- national and international health care action plans promoting well-being and
health of the population (e.g. Health 2015 public health programme)
- environmental health effects and their prevention
- community profile and analysis
Study unit description:
The competence gained in the study unit relates to managing health promotion in various human communities and
environments. It is based on an environment-, community-focused and family-based operating models. The focus is
on influencing the environment’s physical, social and symbolic elements as well as promoting the well-being and
health of the population.
V1314 Encounter art and music promoting wellbeing, 5 cr
The student is able to:
The goal of this study unit is that student gets familiar with Encounter Art and music methods used in Finnish Health
and Social care. He/she knows short history, the basic concepts, some of the processes and has understanding
what kind of tasks and possibilities National level program called Wellbeing from Art and Culture (Liikanen 2010.)
gives in Finland. Students are aware of research findings of this area and they get experiences through workshops
about Encounter Art and music. In seminar students also learn from each other’s presentations of esseys and good
practices from their own countries.
Contents of the study unit:
A. Short history, basic concepts, Networks and Program, 2 credits
• From work as rehabilitation to Art therapy
• Wellbeing from Art –network established 1992
• Wellbeing from Art and Culture –Program 2010
• Encounter Art’s basic principles and workshops
• Music promoting wellbeing; workshops
B. Art-based projects and research findings, 1 credits
- Music promoting wellbeing: Remember that song and Research in rehabilitation
- Encounter Art and Clinical Art research findings
C. 2 Esseys from optional articlesand good practices from their own countries, 2 credits
CREDITS:
A + B + Learning diary = 3 credits
A + B + C+ Learning diary = 5 credits
01465 New Technological Solutions and Innovations for Social and Health Care, 5 cr
The student is able to:
The student is able to
• identify current technological solutions and innovations for social and health care
• recognize differences and similarities in challenges related to the aging of global population, such as loneliness
and changes in service structures
• evaluate methods for developing technological solutions for social and health care
• gain more project based learning, know-how and competence in utilizing ideas of technology for social and
health care
• analyse ethical aspects in health and wellness related technology
Contents of the study unit:
-best practices for using technological solutions for social and health services in different countries
-end-users as co-developers of technological solutions and services
-different eServices promoting health and wellness
-technology and the challenges of the aging population – innovative examples from different EU and other projects
-empowering clients and patients through different methods of self-expression and social connectivity
Study unit description:
NoStudents will be able to analyze effective innovative and technological models, good practices and projects in
health and wellness promotion worldwide. Students are also able to recognize and practice different multidisciplinary
ways and methods of wellness promotion in different contexts within social and health care. This study unit is
partially integrated into Laurea’s ongoing and already completed projects. The different projects introduced during
the course focus on ICT solutions and enhanced end-user engagement and are meant to promote the wellness and
health of all, especially the aging population. Some of the key themes approached through the innovative use of ICT
include user-friendly eServices, empowerment through storytelling, enhanced mobility or motility and social
connectivity and quality of life.
01464 Global Health, 5 cr
The student is able to:
The student is able to
• recognize the impact on globalization on health
• increase awareness of ethical knowledge, values, principles, legislation and recommendations in global health
• analyze effective models in health promotion worldwide
Contents of the study unit:
-recognize the impact on globalization on health
-increase awareness of ethical knowledge, values, principles, legislation and recommendations in global health
-analyze effective models in health promotion worldwide
Study unit description:
In this study module students will be able to gain expertise on major contemporary issues and challenges of global
health with an interprofessional perspective and social approach. It is open to students from all disciplines. Students
will examine global disease burden and distribution, health determinants and disparities, health policy, and the
challenges and outcomes of global health interventions. Key global health themes to be explored would include:
communicable and non-communicable diseases, environmental health, child health, reproductive health and rights,
and health among refugees and displaced population. Topics will be examined in relation to global interdependency,
highlighting how both global and disparities and global health policy responses are shaped through global ties and
tensions.
V1362 Wellness at Work, 5 cr
The student is able to:
The student isable to
• broadly perceive different local and global factors that promote wellness at work in different fields
• identify different local and global programs, plans and good practices for wellness at work
• recognize and practice different ways and methods (such as multisensory methods, art, relaxation, NLP and
other cognitive methods, narrativity, solution-oriented and supervisory methods etc.) of reducing work-related
stress factors and health and wellness risks, both in their own student lives and future working lives
• identify and acknowledge the best practices from employee to manager to impact wellness at work
01439 Current Developments and Innovations in Social and Health Care in Finland, 5 cr
The student is able to:
The student is able to
• understand the Finnish social and health care system in the context of national and international social and
health policy
• identify and evaluate the social and health needs on individual and community level in Finland in comparison to
his/ her own country
• recognise differences / similarities in current developments and innovations in the social and health care service
systems, social and health care programs, laws, regulations and economic factors in comparison to his/ her
own country
• recognise different methods of client and patient empowerment within social and health care in comparison to
his/ her own country
Contents of the study unit:
- global and national trends, current developments and innovations in health issues, social and health policy
-social and health needs in Finland and in other countries, prevention of diseases and client empowerment
-social and health care service systems, service and care chains, regulations, organisations, economical factors,
applied welfare technologies
-guidance, consulting and networking within client and patient empowerment
Study unit description:
In this study module students will be able to gain expertise on different innovative solutions and best practices
aimed to promote health and wellbeing globally, on individual, community and society level. Students will be able to
analyze and evaluate the social and health care service systems, social and health care programs, laws, regulations
and economic factors in comparison to his/ her own country.
01440 Multicultural and Multidisciplinary Professional Competences, 5 cr
The student is able to:
The student is able to
• acknowledge his/her cultural and professional knowledge and skills in the multicultural and multidisciplinary
issues
• gain more cultural know-how and competence in studying and working in internationalenvironments and society
• evaluate his/her own value bases from the multicultural and multidisciplinary point of view
• recognise the significance of his/her professional competences in relation to global interactions and sustainable
development
Contents of the study unit:
- students` experiences of cultural differences, living and learning abroad
-higher education in different countries promoting multidisciplinary competences
-ethical issues and special questions in different cultures and fields of services
-study module applies Multisensory method
-International Weeks at Laurea Tikkurila
Study unit description:
In this study module students will be able to gain expertise on different innovative solutions and best practices
aimed to promote multicultural and multidisciplinary professional competences. Students will be able to recognize
the impact of globalization on health and wellbeing and to increase their awareness of ethical knowledge, values
and professional competences. Students are also able to recognize and apply different multidisciplinary ways and
methods such as Multisensory method in promoting professional competences.
V081 CLINICAL NURSING, 15 cr
Description:
The core of this module is to implement values, principles and ethical codes as well as patient safety in
perioperative nursing. Students are able to recognize needs and areas for development in perioperative nursing.
After module student can work as a member of multi-professional team during nursing basic perioperative
processes.
Learning process:
The competences described in the module can be developed either by participating in study units or working in
projects. Please note that in some education forms projects are the primary way of gathering credits.
In the projects you participate in the development work of domestic or international businesses and communities
and in project work. The language used in the project can be either Finnish or English. Projects can also focus on
developing the student’s own business. The topic of the project and the competences developed by participating in it
will be clarified when the project is added to the study offer. The scope of the project will be agreed on in each case.
The competences generated in the projects can partly be included in the learning outcomes of some other
module(s) and thus the credits can be divided between several modules.
Responsible persons:
Tikkurila: Tuula Ikonen
V0106 Perioperative and Intensive Care Nursing, 5 cr
The student is able to:
• practise in a patient representative manner in perioperative and intensive care nursing
• apply concepts of perioperative and intensive care nursing fluently and critically
• critically implement international and national evidence based interventions, principles, programs and theories in
perioperative and intensive care nursing
• apply advanced and multidisciplinary evidence based knowledge in perioperative and intensive care nursing
• critically assess and develop the central interventions, principles, programs and theories in perioperative and
intensive care nursing
• facilitate professional development of his/her own or members’ of nursing team
• communicate both verbally and literally to perioperative and intensive care and nursing professionals, patients and
their families, and to the public audiences
Contents of the study unit:
• ethical practice in perioperative and intensive care nursing
• advanced concepts of perioperative and intensive care nursing
• critical implementation and assessment of central international and national evidence based interventions,
principles, programs and theories of perioperative and intensive care nursing
• quality development in intensive and perioperative nursing care
• health technology in intensive and perioperative care
• questions in anaesthesiology and special surgery
Study unit description:
Students improve their nursing, teaching, guidance, decision-making, recording, interaction, leadership and
cooperation skills in caring for perioperative and intensive care patients. They improve their skills in managing
professional entities and can adopt a critical and developmental approach to work in the chosen area of nursing.
They learn to work according to the professional ethics of nursing in multicultural teams.
Previous studies:
Themes 3 and 4
01096 Health Assessment, 5 cr
V0157 Intensive Care Nursing, 5 cr
The student is able to:
• practise in a patient representative manner in intensive care nursing
• apply concepts of intensive care nursing fluently and critically
• maintain patient’s vital functions during intensive care
• define “a status” of intensive care patient and perform intensive care nursing by 1) recognizing the changes and
needs, 2) planning and performing IC and ICN interventions and 3) assessing the outcomes concerning IC patient’s:
- tissue perfusion
- heart rhytm and cardiac arrhythmias
- ventilation and oxygenation
- elimination
- homeostasis and fluid balance
- patient’s nutrition
- skin condition
- sleep pattern and ability to rest
- movement
- interaction and communication
- pain and pain management
- anxiety
- exhaustion
- fear
- and family members’ emotional reactions to intensive care
• perform intensive care nursing interventions as a member in multiprofessional ICU team
• perform safe intensive care nursing
• support the integrity of intensive care patients and their families when encountering the patients and their families
• critically implement international and national evidence based interventions, principles, programs and theories in
intensive care nursing
• apply advanced and multidisciplinary evidence based knowledge in intensive care nursing
• perform structured documentation in intensive care nursing to facilitate the continuity of the care
• critically assess the central interventions, principles, programs and theories in intensive care nursing
• facilitate professional development of his/her own or members’ of intensive care nursing team
• communicate both verbally and literally to intensive care and nursing professionals, patients and their families, and
to the public audiences
Contents of the study unit:
• values, principles, ethical codes and philosophy of intensive care and intensive care nursing
• basic concepts of intensive care and intensive care nursing
• Advanced CPR in intensive care unit
• Evidence based knowledge of ICU patients’ central interventions, principles, programs and theories concerning:
- tissue perfusion,
- heart rhytm and cardiac arrhythmias
- oxygenation by mechanical invasive and non-invasive ventilation
- elimination
- fluid balance
- patient’s nutrition, (iv-therapy, transfusion and complement therapy
- skin condition
- sleep pattern and ability to rest
- movement and prevention of pressure ulcers,
- interaction and communication
- pain and pain management
- anxiety
- exhaustion
- fear
- and family members’ emotional reactions to intensive care
• information on equipment, instruments, and technology used in monitoring, assessing and maintaining patients
vital functions and intensive care interventions
• safe intensive care nursing (risk management, ergonomy, infection control and aseptic practice, occupational
safety)
• structured documentation in intensive care nursing
• Team work in ICU
• principles of crisis psychology when encountering the patients and their families in intensive care
Study unit description:
The study unit is performed as e-learning supported theoretical, simulation and e–tivity studies where the students
practise acting in core intensive care situations in nursing and multidisciplinary teams. In simulation laboratories they
learn to recognise changes in vital functions and to protect vital functions in changing intensive care nursing care
situations and learn how to support the integrity of patients and their families when encountering the patients and
their families during intensive care. In e–learning environment the students practice intensive care nursing by
searching and using evidence from research, evidence-based theories, and experiences of opinion leaders / expert
panels. During the study unit they achieve skills for clinical decision making by: assessing patient’s history and
physical exam, availability of healthcare resources; seeking information concerning patient preferences and values;
and defining clinical expertise in ICN.
G104 ENTREPRENEURIAL ACTIONS AND E-SERVICES, 15 cr
Description:
The objective of this module is to develop the student’s multidisciplinary leadership and entrepreneurial skills.
After completing the module the student will be able to apply the basics of leadership and management in his/her
own professional work. The student will be able to evaluate the services and inclusive service processes in his/her
field. The student is able to transform and renew practices used by the work community in an entrepreneurial and
innovative way in a changing operating environment.
Learning process:
The competences described in the module can be developed either by participating in study units or working in
projects. Please note that in some education forms projects are the primary way of gathering credits.
In the projects you participate in the development work of domestic or international businesses and communities
and in project work. The language used in the project can be either Finnish or English. Projects can also focus on
developing the student’s own business. The topic of the project and the competences developed by participating in it
will be clarified when the project is added to the study offer. The scope of the project will be agreed on in each case.
The competences generated in the projects can partly be included in the learning outcomes of some other
module(s) and thus the credits can be divided between several modules.
Responsible persons:
Otaniemi: Mirva Alapoikela ja Merja Wirman
V1561 Innovation - from Idea Creation to Market, People and Structures, 5 cr
The student is able to:
The student is able to
• understand the importance and challenges of innovations to modern society.
• create a business idea.
• describe idea creation methods and to apply suitable methods at different stages of the innovation process.
• understand the variety of outputs from an innovation process, from product design to services and business
models
E9937 The Internet Economy, Business Models and Strategies, 5 cr
The student is able to:
The student is able to
• understand the characteristics of information and why it is very much different to a physical world
• look at businesses from a network perspective
• identify business opportunities of the internet
• apply an understanding of the information society to build new markets
• work at the intersection of business and information technology
R015 LANGUAGE SKILLS AND INTERNATIONAL COMPETENCE, 15 cr
Description:
The aim of the study units in the module is to develop language skills and international competence needed at work.
After completing the module the student has developed his/her ability to work in multicultural working environments.
Learning process:
The competences described in the module can be developed either by participating in study units or working in
projects. Please note that in some education forms projects are the primary way of gathering credits.
In the projects you participate in the development work of domestic or international businesses and communities
and in project work. The language used in the project can be either Finnish or English. Projects can also focus on
developing the student’s own business. The topic of the project and the competences developed by participating in it
will be clarified when the project is added to the study offer. The scope of the project will be agreed on in each case.
The competences generated in the projects can partly be included in the learning outcomes of some other
module(s) and thus the credits can be divided between several modules.
Responsible persons:
Tikkurila: Camilla Kåla
V1469 Introduction to Social and Health care Finnish, 5 cr
The student is able to:
The Student is able to
• communicate both orally and literally in frequent situations on professional field (level B1.1)
• further develop skills and understanding of communication culture in Finland
• seek information and vocabulary of Social Services and Health Care using Finnish sources
V1468 Intermediate Finnish, 5 cr
The student is able to:
Opiskelija osaa:
V1470 Nursing documentation, 5 cr
The student is able to:
Opiskelija osaa:
R020 OTHER COMPLEMENTARY COMPETENCES, 15 cr
Description:
The aim of the studies offered in this module is to develop student’s basic knowledge and skills. The studies will give
basic abilities for the student to be able to manage on his/her studies in his/her field of studies. The student will
conduct the appropriate studies from this module according to the initial tests or his/her needs. After completing the
studies the student will have gained basic knowledge and skills to develop his/her skills to apply these competences.
Also other studies which develop professional skills can be offered in this module. Studies completed elsewhere can
always be placed in this module.
Learning process:
The competences described in the module can be developed either by participating in study units or working in
projects. Please note that in some education forms projects are the primary way of gathering credits.
In the projects you participate in the development work of domestic or international businesses and communities
and in project work. The language used in the project can be either Finnish or English. Projects can also focus on
developing the student’s own business. The topic of the project and the competences developed by participating in it
will be clarified when the project is added to the study offer. The scope of the project will be agreed on in each case.
The competences generated in the projects can partly be included in the learning outcomes of some other
module(s) and thus the credits can be divided between several modules.
Responsible persons:
Hyvinkää, sote: Terhi Hautaviita
Lohja, sote: Anu Elorinne
Porvoo: Erja Annola
Tikkurila: Marja Vellonen
01485 Basic Studies in Mathematics, 5 cr
The student is able to:
Basic Studies in Mathematics in Nursing
R0075 Basic Studies in Chemistry, 5 cr
The student is able to:
The student
• has the basic knowledge of the field’s chemical solutions.
01097 International Orientation for Exchange Students, 5 cr
The student is able to:
Ennen vaihtoa:
Opiskelija osaa perusteet kohdemaansa historiasta ja kulttuurista ja ymmärtää niiden vaikutuksen jokapäiväiseen
elämään.
Opiskelija osaa hahmottaa oman ammattialansa käytännön toimintaa vieraassa kulttuurissa ja soveltaa ammatillista
osaamistaan.
Opiskelija osaa työskennellä erilaisten asiakasryhmien kanssa sekä erilaisissa työyhteisöissä.
Vaihdon aikana:
Opiskelija osaa tunnistaa ja käsitellä mahdollisia kulttuurieroavaisuuksia ja niiden herättämiä tunteita.
Opiskelija osaa toimia kohdemaan kulttuurissa ja oppii tunnistamaan ja arvostamaan erilaisuutta.
Vaihdon jälkeen:
Opiskelija ymmärtää paremmin erilaisia kulttuureja ja erilaisuutta, osaa toimia monikulttuuristen asiakkaiden kanssa.
Opiskelija tunnistaa erilaisten asiakasryhmien ja kulttuurien herättämiä tunteita ja ristiriitoja ja käsittelee omia
tunteitaan muiden kanssa.
Contents of the study unit:
- Kansainvälinen opiskelu ja käytännön järjestelyt
- Optiman työtilan hyödyntäminen kansainvälisessä vaihdossa
Study unit description:
Oppimistehtävät, jotka kuuluvat valmennukseen:
- Kirjallinen suunnitelma käytännön järjestelyistä ennen vaihtoa: Opiskelija kirjaa itse muistettavat asiat ennen
vaihtoon lähtöä ja aikatauluttaa ne omaa vaihtoon lähtöään ajatellen. Muistettavia asioita ovat mm. tarvittavat
lomakkeet (Kela, vaihtokoulu, apuraha jne.), asunnon hankkiminen (mistä ja milloin), rokotukset jne.
Täytä myös lomakkeet Go Abroad -työtilasta: Before exchange / Assignments
Suunnitelma katsotaan yhdessä oman koordinaattorin kanssa.
-Optimassa on kaksi virtuaalista kv-valmennuksen työtilaa:
- YY7139 Valmennus kansainväliseen vaihtoon
- Go Abroad – Laurean yhteinen virtuaalinen työtila kaikille vaihtoon lähteville opiskelijoille.
Hyödynnä seuraavia työtilan osioita:
B= Before the exchange,